Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom

Autor/inn/en	Liou, Daniel D.; Rojas, Leticia
Titel	Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 3, S.380-402 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-016-0359-8
Schlagwörter	Hispanic Americans; Minority Group Teachers; Hispanic American Students; Teacher Expectations of Students; Males; Social Justice; Teacher Effectiveness; Teacher Attitudes; Empowerment; Caring; Interpersonal Relationship; Cultural Capital; Urban Schools; High Schools; Secondary School Teachers + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Soziale Gerechtigkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule
Abstract	The researchers conducted a study to gather information about one Chicano teacher's disposition and perception of high expectations for his Latina/o students and their opportunities to learn. Findings of this paper demonstrate the ways in which institutional memory such as an ethnic studies college education as well as this teacher's politicization as a Chicano male informed his social justice commitment and effectiveness as a teacher. Findings point to key elements of his expectations of students that include academic rigor, an empowering curriculum, caring relationships, and social capital vis-à-vis community cultural wealth. Additional evidence revealed this Chicano teacher's pedagogy as caring-oriented, and one that actively counteracts the dominant test-prep narrative that tends to alienate Latina/o students from a socially just education. What emerges from this paper is the teacher's theory of transformative expectations of students--a theory that articulates learning conditions conducive to promoting empowerment and excellence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01